Alexander the Great Western Civilization

Alexander the Great (Alexander III of Macedon) was an ancient Greek ruler and the king of the state of Macedon (Cummings, 2004, p.54). He was a student of Aristotle, and established a vast empire by the time he was 30 years of age. The empire stretched from the Ionian Sea to the Himalayas, and was a sign of his greatness.Advertising We will write a custom research paper sample on Alexander the Great: Western Civilization – Research Paper specifically for you for only $16.05 $11/page Learn More Alexander won every battle and expanded his empire by conquering smaller empires whose armies were not as powerful as his. He assumed the throne after the assassination of his father, Philip II of Macedon in 336 BC (Cummings, 2004, p.54). A well-established kingdom and a strong army were some of the reasons why he became so great. In his capacity as an army commander, politician, king, explorer and scholar, Alexander used several strategies to expand his emp ire that encompassed people from different ethnic backgrounds. He had immense influence on western civilization mainly because he introduced the Greek language, science and culture to the new empires that he conquered in an effort to expand his empire (Cummings, 2004, p.58). Discussion Alexander used his powerful army to conquer the world during his time. Whenever he conquered new empires, he introduced the Greek language, science knowledge and other aspects of Greek civilization (Noble, 2008, p.95). As an explorer, Alexander discovered that the world extended beyond the Indus River. He made this discovery with the aid of his geographers who helped him to explore new lands. In addition, he introduced certain aspects of different cultures that he felt were useful in conquering more empires and continuing his reign. One of the main influences of Alexander on western civilization was his policies on commerce. He established roads that facilitated commerce with the western world after c onquering Persia (Noble, 2008, p.96). These roads were in existence before but inaccessible to the western world because they were under the control of the Persians. This monopoly diminished the chances of the western world of trading and conducting commerce with India, China, Bactria and many other countries that were famous for their trade acumen at that time.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The opening of these roads established trade between the west and these countries. This led to the introduction of precious metals and stones, jewelry and jade to the west (Noble, 2008, p.97). For example, Silk Road is one of the many roads that Alexander the Great opened to the western world. These roads exposed the west to other parts of the world. Alexander combined his capacities as king and scholar to establish and develop his empires. In order to control the populations of the empir es that he conquered, he adopted some of their traditions. This led to the establishment of an ideological king, a concept that ensured that the kingdom remained strong. However, it split into three empires after his demise due to bad leadership (Noble, 2008, p.99). Alexander had a significant influence because of his brilliant thinking. He envisioned a massive empire that constituted many states under his control. In today’s context, the empire that Alexander built can be compared to the United States of America. His extraordinary ideas enabled him to conquer other empires and encompass them under his rule. The spread of the Greek language to other parts of the world was due to the introduction of the Macedonian culture to the Persian Empire. The introduction of the Greek language led to its adoption in governing and ruling the empire. This encompassed many people under a common language and introduced the cultures, thoughts, ideas and beliefs of other empires (Spielvogel, 2 011, p.96). For example, the translation of the Old Testament in Greek introduced Christianity to the western world. The Old Testament was originally in Hebrew and was limited to people who understood that language. The translation was initially intended for Hebrews who had lived in other places for long periods, and therefore, unable to read in the Hebrew language. However, this brought the Jewish theology to other parts of the world. This theology introduced the concept of monotheism that formed the basis of Christianity for the western world (Spielvogel, 2011, p.92). Alexander the Great influenced the establishment of religion in the west through popularizing the Greek language. The Greek language made the introduction of the New Testament possible and was phenomenal in promoting Christianity (Spielvogel, 2011, p.93). The most influential change on western civilization was the concept of monotheism (Spielvogel, 2011, p.96). This was the basis for the founding of Christianity. It all started with the dispersion of Jews into different regions due to war and violence. Gradually, these immigrants led to the adoption of Greek as a common language. As a result, many Jews spoke Greek and started translating their literature into the Greek language. The most notable was the translation of the bible. In addition, the Hellenist world had monumental influence on the spread of Christianity to the west. For example, Paul was a Jew from Tarsus who incorporated some Hellenistic elements in his teaching. This made the teachings pleasant to many people who responded by embracing Christianity (Spielvogel, 2011, p.97).Advertising We will write a custom research paper sample on Alexander the Great: Western Civilization – Research Paper specifically for you for only $16.05 $11/page Learn More Alexander introduced Hellenism and the Greek culture that were pivotal in the founding of the renaissance and the Enlightenment movements (Staufenberg, 2011, p.52). After his death, people became more knowledgeable than they were before his death. They became aware of the fact that the world was much larger than it was thought to be during Alexander’s reign. Therefore, they explored more lands and travelled to many places. This marked the commencement of the modern world. History teaches that the modern world began with the renaissance because the Hellenistic period was partially responsible for civilization. This is because most of the advancements during the era of Alexander became obsolete as the empire crumbled after his death (Staufenberg, 2011, p.53). During the middle ages, people wallowed in ignorance and retrogressed from the progress that was initiated by Alexander’s rule. Progress began again when the Turks took over Byzantium and when Christians began to migrate to Rome (Staufenberg, 2011, p.58). They introduced the culture and the civilization that was promoted by Alexander the Great. Another aspect of A lexander’s rule that had a significant impact on western civilization was his economic policies. Alexander’s reign was highly influential to the economy of the Mediterranean basin. This resulted in enormous social and economic changes that had a positive effect on the west (Staufenberg, 2011, p.62). These social and economic changes influenced other areas such as medicine and philosophy. For example, Alexandria was the center of medical research. Researchers learned how to carry out surgical operations and diagnose various diseases (Staufenberg, 2011, p.65). These medical advancements reached the west and formed a basis for their medical fields that are among the most advanced in the world today. Under Alexander’s reign, there was immense spread of the Hellenistic civilization that made Greek the language that was used to conduct business. Under a common language, trade prospered and Alexandria became the center of trade. It was famous for the manufacture and im portation of products. The products that were produced by the Egyptians included silk, wine, cosmetics, cloth, salt, glass, beer and paper (Staufenberg, 2011, p.72). In the western parts of Asia, common products included asphalt, carpets, petroleum, drugs and woolens. The effect of trade on the involved regions was immense. During the years that followed the death of Alexander, the region of Judea became inhabited by Greek merchants and government officials.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gradually, these new inhabitants began to â€Å"Hellenize† the original inhabitants of the region. In addition, there was dispersion and migration as violence erupted in different parts of the empire. As they moved to new places, they carried their civilization and brought about various changes in the culture of the inhabitants. As a scholar, Alexander had strong interests in science, mathematics, geometry, arts and literature. It is difficult to determine in which of these fields Alexander had the greatest influence on the western civilization. The artwork created by the great artists of the Hellenistic era is similar to that of the renaissance artists that is common today (Spielvogel, 2011, p.103). This implies that the Hellenistic period influenced the work of artists that lived during the renaissance period. For example, today’s cities are designed using a grid plan that was developed by Hippodamus of Miletus (Spielvogel, 2011, p.106). In addition, the geometry dev eloped by Archimedes is used in the building and construction industry. Literature from the era is still available today, and the fields of history and chronology were established during the same era (Spielvogel, 2011, p.108). All these aspects of the Hellenistic period were vital in developing the western civilization. The development of these aspects was made possible by the rule of Alexander the Great, and the western world owes its civilization to him. Conclusion Alexander the Great (Alexander III of Macedon) was an ancient Greek ruler in the state of Macedon. He assumed the throne after the assassination of his father, Philip II of Macedon in 336 BC. A strong army and a well-established kingdom were some of the reasons why he became so influential. In his many capacities as an army commander, politician, king, explorer and a scholar, Alexander used several strategies to expand his empire that included people from different ethnic backgrounds. The most influential change on west ern civilization was the concept of monotheism. This was the basis for the founding of Christianity. He had a significant influence on western civilization mainly because he introduced the Greek language and science to the new empires that he conquered as he tried to expand his empire. He influenced western civilization through art, literature, science and geometry. These aspects were critical in developing the western civilization. He had immense influence on western civilization mainly because he introduced the Greek language, science and culture to the new empires that he conquered in an effort to expand his empire. Alexander the Great had significant influence on western civilization, and the western world owes its civilization to him. References Cummings, L. (2004). Alexander the Great. New York: Grove Press. Noble, T. 92008). Western Civilization: Beyond Boundaries. Stamford, Connecticut: Cengage Learning. Spielvogel, J. (2011). Western Civilization. Stamford, Connecticut: Cen gage Learning. Staufenberg, G. (2011). Building Blocks of Western Civilization. New York: Xlibris Corporation. This research paper on Alexander the Great: Western Civilization was written and submitted by user Isabella Singleton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Economic Changes in the 18th C essays

Economic Changes in the 18th C essays The 18th century brought many changes for Englands social classes and economic situation. One of the main changes was Englands industrial revolution(1760-1800) which changed working conditions from a domestic system to a factory system. People worked in their villages, making essential goods so they could survive. There were not as many goods being produced, the economy was not as strong as it became when the factory system was developed. The factory system was not the only change, more people were becoming rich, the merchants were becoming Parliament members, statesmen, privy counselors, judges, bishops, and nobles, and more efficient ways of production, especially in farming, were becoming more popular. The social classes in England were bettered by the economic changes that occurred during the 18th century. Farming methods were changing because of the innovative ideas that helped to achieve a better product from less work. The Norfolk four-course system was adapted and also enclosure so that the Norfolk system would work. As a result of this, livestock was better fed by the new fodder which came from the new farming methods. The landlords leased their land for longer terms which benefited the tenant farmer as well as the landlord himself. This way, a tenant farmer could use crop rotation as well as drilling and other modernized agricultural methods. The new methods lead to bigger food exports which bettered the economy. Another export was cotton, which was grown in the Americas. Cotton was much cheaper than wool, so everybody could afford it. Clothes and sheets made of cotton were common and very important in the winter, the warmth from the cotton saved lives in Englands harsh winters causing a drastic population growth. When pig iron was introduced people in lower classes could afford silverware and other metal products. This caused more sanitary eating conditions, which also lead to the population grow...

Relationship between mothers age , birth weight and gestation Essay

Relationship between mothers age , birth weight and gestation - Essay Example post natal weight loss.The mothers socio-economic status has been listed as a major factor underlying low birth weights though other factors have been documented. While there is a strong correlation between birth weight and gestation period, the birth weight and age correlation seem to be an interesting as we would like to know at which age are mothers more healthy at giving birth. Age and parity affects the weight of the fetus though there is low correlation between the mother’s age and weight of fetus (Jen, 1969 p.187). It has also been shown that the birth weight average for first born babies in very young couples is low (Mary and Perose n.d. p.150). It is known that the age of the mother will affect the conditions necessary for good fetal birth weights. Hypothesis; mothers age greater than 35 give low birth weight 50 sets of data containing age of mothers and the birth weight of their corresponding babies were systematically sampled from a sample of 1148 entries at the oxford street hospital. Samples were picked at intervals of 23 to constitute a representative sample. The samples were analyzed using Microsoft excel software. Table 1 is a representative sample of the data collected for the analysis. From figure 1 and figure 2 it can be observed that the sample is normal distribution and therefore statistical methods of analyzing the data can be applied. From the stem and leaf diagram we can tell that most mothers were in their 20’s whereas only two mothers were below 20years of age. From table 1 we can estimade that the mean, mode and median will likely fall within the 20’s age group. The mean birth weight was 3.46 Kg whereas the mean age for the mothers was 29.16 years. The median for the birth weights of the population was 3.42 Kg and the median age was 28 years. The most common birth weight was 3.32Kg and the common mother’s age 23 years. 25% of the birth weights were below 3.19, whereas half of the birth weights were below3.42 and 75% of the

Crime Prevention and Community Policing Coursework

Crime Prevention and Community Policing - Coursework Example We will examine this topic, not just as a mutually exclusive evolutionary process; rather, we will examine it within the social context of the culture of the time in order to understand how law and order and formalised policing have developed. According to Wall (2002) one of the earliest formalised laws was the Asisze of Clarendon in 1166. This law required all citizens "to report any suspicions about each other to the sheriffs people" (part 1:2). As demonstrated by the vagueness of the above, there was much room for interpretation as to what was considered 'suspicious' behaviour. It becomes easier to see that individual towns and villages had their own set of unwritten codes based on the social mores of the community to which the definition of 'crime' was determined. However, the earliest forms of 'policing' can be traced back to as early as the reign of King Alfred the Great who was monarch between 871 and 901 A.D with his introduction of the 'King's Peace' (Back, 2005). "Acting on the dictum 'What ye will that other men should not do to you, that do ye not to other men', he compiled a series of flexible laws. Basically, in return for being allowed to reign and to expect their unswerving allegiance, he promised them pea ce and security" (Back, 2005, screen 1). The early form of 'policing' was known as the Frankpledge or 'Hue and Cry'. The system was introduced by the Anglo-Saxons ("Our history", 2006, screen 1). When villagers came upon someone breaking the law, they would literally shout out, hence the 'hue and cry'. It became every citizen's duty then to give chase and capture the offending party. In these 12th century villages there was not formalised government as we understand it today. Alfred's great-grandson, Edgar, saw the benefit of such a system and made several changes which included dividing the country into shires. Local governance was based on loosely defined units of rule called 'tything'. These tythings were made up of a set of ten families (Back, 2005). Within each community the tything was made up several sets of families where their primary responsibility was to ensure the laws were observed within the village. In effect, "the decision to arrest and take before the court was basically a community decision" (Wall, 2002, part1.2). Additionally it was the responsibility of the entire community to protect the village from groups or bands of criminals. When the hue and cry went out letting the village know that a gang of outlaws were breaking laws within the village, the men of the village would form a posse comitatus ("Our history", 2006, screen 1). This posse would attempt to track down the offending parties and bring them to justice. The posse consisted of all able bodied men over the age of 12. As the weaponry became more modernised in the Middle Ages (i.e. archery), the age limit for all males required to take part in the posse comitatus was lowered to seven (Back, 2005). Within the tything, one person was made responsible for taking the law breaker, when captured, before the court to exact their punishment. This person came to be known as a Tythingman. Unlike police in modern society, the Tythingman

The dramatic significance Essay Example for Free

The dramatic significance Essay A view from the Bridge was written and set in the mid 1950s. Arthur Miller (the author) in his biography Time Bends explains the idea of the play came from a story he had heard about a longshoreman, but until he visited Sicily a few years later, and saw for himself the poverty of the people he did not use this idea. The play was set in Red Hook, Alfieri in his opening speech described Red Hook a slum and he mentions Al Capone, the greatest Carthaginian of all and tells us (the audience) that Frankie Yale was cut precisely in half by a machine gun on the corner of Union street This is also showing us the type of violence and culture in this place. Work here has very little pay and the people, often newly arrived immigrants looking for better opportunities, are exploited by the bosses. Arthur Miller was very concerned to let his audiences know about the tough lives of these people. Alfieri, in his first speech aimed directly at the audience mentions And now we are quite civilized, quite American. Now we settle for half, and I like it better. I no longer keep a pistol in my filing cabinet. He says this because in the twenties before this Red Hook was The slum that faces the bay on the seaward side of Brooklyn Bridge. It was The gullet of New York swallowing the tonnage of the world because people used to take matters into their own hands and forgot the law but now they dont now we are quite civilized. The word Gullet sounds ugly and emphasises the nature of this area. The scene we are studying is significant because we are able to see the antagonism of Eddie towards Rodolfo intensify, and become dramatised in the form of a boxing Lesson. The scene also shows how close Catherine and Rodolfo become after Eddie trying to separate them. We also see the way Beatrice is mostly in the middle of the characters. She is very aware how tense Eddie is becoming due to the growing relationship between Catherine and Rodolfo. However she is very pleased with them both. We also see Marco agreeing with Eddies authority but warning him not to bully his brother by having a show of physical strength, this show of strength prefigures what happens at the end of the play. Before Alfieris speech to the audience Eddie came and spoke to Alfieri about Catherine and Rodolfo. His first excuse he is trying to convince Alfieri that Rodolfo only wants his papers and his second excuse is that he is a homosexual. Eddies real reason is that his love for Catherine is out of control. Eddie is trying to do this because he thinks Catherine deserves better that Rodolfo and also says for an excuse that Rodolfo is only after Catherine for his papers to be an American citizen. Alfieri tells Eddie that the only way to get Rodolfo into trouble with the law is to tell the authorities about the illegal immigrants.

Bayard’s Search for Subjective Truth in Faulkner’s The Unvanquished :: Faulkner’s The Unvanquished Essays

Bayard’s Search for Subjective Truth in Faulkner’s The Unvanquished Unlike Sarty Snopes of â€Å"Barn Burning†, the narrator of The Unvanquished leads a somewhat existential life. Sarty takes an objectively moral stance when abandoning his abusive father. Conversely, Bayard Sartoris is faced with the â€Å"ambiguity and absurdity of the human situation† and is on a search for subjective truth (Kierkegaard). Though he acts on behalf of his family, he does things that he knows can be considered wrong. Additionally, he is asked to believe new information and take in experiences that are foreign to him. For him, it seems that â€Å"existence precedes essence† in his childhood. During this journey, Bayard describes instances in which his apprehension of information is primary, as is his need for empirical evidence. As he is about to run headlong into the first Union regiment that he has ever seen, Bayard observes, â€Å"There is a limit to what a child can accept, assimilate; not to what it can believe because a child can believe anything, given time, but to what it can accept, a limit in time, in the very time which nourishes the believing of the incredible† (66). When he is given visible proof of the Union Army, it is overwhelming. The regiment that he encounters becomes tangible proof of the war. Later in the book, he again reflects on the war. He catalogs the proofs that he has been given — injured and half-starved countrymen — but persists in his existential doubt. He notes, â€Å"So we knew a war existed; we had to believe that, just as we had to believe that the name for the sort of life we had led for the last three years was hardship and suffering. Yet we had no proof of it. In fact, we had even less than no proof; we had had thrust into our faces the very shabby and unavoidable obverse of proof†¦Ã¢â‚¬  (94). Because he has not seen the battles, he has difficulty acknowledging the reality of war. Even as Bayard is faced with the idea of war, he recalls of himself and Ringo that, â€Å"What counted was, what one of us had done or seen that the other had not, and ever since that Christmas I had been ahead of Ringo because I had seen a railroad, a locomotive† (81). In the midst of an already chaotic situation, the childlike fascination with the locomotive is a bit illogical. Bayard’s Search for Subjective Truth in Faulkner’s The Unvanquished :: Faulkner’s The Unvanquished Essays Bayard’s Search for Subjective Truth in Faulkner’s The Unvanquished Unlike Sarty Snopes of â€Å"Barn Burning†, the narrator of The Unvanquished leads a somewhat existential life. Sarty takes an objectively moral stance when abandoning his abusive father. Conversely, Bayard Sartoris is faced with the â€Å"ambiguity and absurdity of the human situation† and is on a search for subjective truth (Kierkegaard). Though he acts on behalf of his family, he does things that he knows can be considered wrong. Additionally, he is asked to believe new information and take in experiences that are foreign to him. For him, it seems that â€Å"existence precedes essence† in his childhood. During this journey, Bayard describes instances in which his apprehension of information is primary, as is his need for empirical evidence. As he is about to run headlong into the first Union regiment that he has ever seen, Bayard observes, â€Å"There is a limit to what a child can accept, assimilate; not to what it can believe because a child can believe anything, given time, but to what it can accept, a limit in time, in the very time which nourishes the believing of the incredible† (66). When he is given visible proof of the Union Army, it is overwhelming. The regiment that he encounters becomes tangible proof of the war. Later in the book, he again reflects on the war. He catalogs the proofs that he has been given — injured and half-starved countrymen — but persists in his existential doubt. He notes, â€Å"So we knew a war existed; we had to believe that, just as we had to believe that the name for the sort of life we had led for the last three years was hardship and suffering. Yet we had no proof of it. In fact, we had even less than no proof; we had had thrust into our faces the very shabby and unavoidable obverse of proof†¦Ã¢â‚¬  (94). Because he has not seen the battles, he has difficulty acknowledging the reality of war. Even as Bayard is faced with the idea of war, he recalls of himself and Ringo that, â€Å"What counted was, what one of us had done or seen that the other had not, and ever since that Christmas I had been ahead of Ringo because I had seen a railroad, a locomotive† (81). In the midst of an already chaotic situation, the childlike fascination with the locomotive is a bit illogical.

Drilling Machine

Drilling Machine Chapter-4 ?Drilling machines ?Any component manufactured has one or more cylindrical hole in them. ?The process of making a hole is known a drilling. ?The cutting tool, which is used for making holes, is known as drill. ?The drill is a multipoint cutting tool. ?Definition: Drilling is the operation of making holes in a work piece using a drill bit. ?The hole is generated by the rotating drill, which exerts large force on the work piece clamped rigidly on the machine table. ?What is a Drilling machine ? A power operated machine tool, which holds the drill in its spindle rotating at high speeds and when manually actuated to move linearly simultaneously against the work piece produces a hole. ?Drilling machines ?Types Of Drilling Machines †¢Portable drilling machine †¢Bench Drilling Machine (Sensitive drilling machine) †¢Upright drilling machine †¢Radial drilling machine †¢Gang drilling machine †¢Multiple spindle drilling machine †¢Aut omatic drilling machine †¢Deep hole drilling machine. ?Portable drilling machine ?It is a small and compact machine, which can be conveniently held by hand, and drilling operations can be carried out. These machines are used to drill small holes in large work piece. ?Portable machines run at high speeds, powered by electrical motor or pneumatic. ?The maximum diameter of hole it can drill is 12 mm. The feed is applied by hand. ?Portable drilling machine ?Portable drilling machine ?Bench Drilling Machine (Sensitive Drilling Machine) ?Bench drilling machine ?These are light duty machines used in small workshops. ?Also called Sensitive drilling machines because of its accurate and well balanced spindle. ?Holes of diameter 1 mm to 15 mm. ?The main parts of the machine The main parts of the machine are Base, ?Vertical main column, ?Moving head ?Work table, ?Spindle and ?Driving mechanism. ?Bench Drilling Machine ?Upright Drilling Machine ?In construction the upright drilling machine is similar to a sensitive drilling machine for having a vertical column mounted upon the base. ?This machine is designed for handling medium sized work pieces. ?For drilling of different types of work a large number of spindle speeds and feeds are available. ?Upright Drilling Machine ?Upright Drilling Machine ?There are two types of Upright drilling machine †¢Round Column Section or Pillar drilling Machine Box Column Section. ?Round Column Section or Pillar Drilling Machine ?It consists of a round column that rises from the base which rests on the floor, a round table assembly, drill assembly and an arm. ?The arm and the table may be moved up and down on the column for holding work pieces of different heights and also moved in an arc up to 1800 and may be clamped in any position. ?The maximum size of holes that the machine can drill is up to 50mm ? Box Column Section Upright Drilling Machine ?It has square table fitted on the slides at the front face of the machine column. The table can be moved up and down by an elevating screw. ?It is suitable to work for heavier work pieces. ?The holes above 50mm in diameter can be drilled by this type of machine. ?Radial drilling machine ?These are heavy duty and versatile drilling machine used to perform drilling operation on large and heavy work piece. ?Holes up to 7. 5 cm can be drilled ?Radial Drilling Machine ?Radial Drilling Machine Base ?It is a large rectangular casting that is finished on its top to support a column at one end and work table at the other end. In some machines two or more number of bases are provided when drilling is done on a work pieces supported on anyone of the bases, another workpiece may be set up on the other for continuous operations. ?Radial Drilling Machine Column ?It is a cylindrical casting mounted vertically at one end of the base. It supports the radial arm which may slide up or down on its face. Radial arm ?It is mounted on the column extends horizontally over the base. ?It is a casting with its front vertical face accurately machined to provide guide ways on which the drill head may be made to slide. Radial Drilling Machine Drill head ?It is mounted on the radial arm and drives the drill spindle. ?A small drill head may be made to slide on the guide ways of the arm for adjusting the position of drill spindle with respect to work. Spindle drive and feed mechanism ?A constant speed motor is mounted at the extreme end of the radial arm. ?Working ?Work piece is marked for exact location and mounted on the work table. ?Drill bit is then located by moving the radial arm and drill to the marked location. ?By starting drill spindle motor holes are drilled. Radial drilling machines Plain radial drilling machine ?In this type of machine provisions are made for vertical adjustment of arm. ?In addition horizontal movement of drill head along the arm and circular movement of the arm in horizontal plane about the vertical column is also possible. ?Radial drilling machi nes Semi universal column ?In addition to the above movements the drill head can be swung about horizontal axis perpendicular to the arm. ?Other than the normal position the drill head permits to drilling a hole at an angle to the horizontal plane. Radial drilling machines Universal machine ?In addition to all the above mentioned movements. The arm holding the drill head may be rotated on a horizontal axis. ?This helps the universal machine to drill a hole on the work piece at any angle. ?Gang Drilling Machines ?Gang Drilling Machines ?Gang Drilling Machines ?The working features of a gang drilling machine are similar to other types of drilling machines. ?The only exception in a gang drilling machine is that a number of single spindles are placed side by side on a common base and are mounted on the same table. Each of these spindles can be independently set for different speed and depth of cut. ?Such machines are useful when number of holes of different sizes are to be drilled on th e same workpiece. ?Multiple Spindle Drilling Machine ?Multiple Spindle Drilling Machine ?Multiple Spindle drilling machine ?In these machines the head assembly consists of multiple spindles driven by a single motor with gear drives in the head. ?These machines are mostly used in continuous production shops where several holes of same diameter or different diameters are to be drilled simultaneously and accurately. ?Deep hole drilling machine These machines are used for drilling holes where depth exceed normal drill size. ?These machines are operated at high speed and low feed. ?These machines are very useful for drilling deep holes in rifle barrels, crank shafts, etc. ?The drill is withdrawn automatically each time when it penetrates in to the work to a depth. ?Deep hole drilling machine ?Drilling Machines Specification ?The specification of the radial drilling machine are ?Diameter of the column ?Length of the column ?Length of the arm ?Maximum & minimum drilling radius ?Spindle spe ed ?Feed. ?Drilling Machines SpecificationThe other details of the drilling machine are ?Maximum diameter of the drill that machine can operate. ?Table size ?Rise or lowering of the spindle ?Power ?Drilling Operations The different operations that can be performed in a drilling machine are †¢Drilling †¢Reaming †¢Boring †¢Counter boring †¢Counter sinking †¢Spot facing †¢Tapping †¢Trepanning ?Reaming ?It is a process of smoothing the surface of drilled holes with a tool. ?Tool is called as reamer. ?Initially a hole is drilled slightly smaller in size. ?Drill is replaced by reamer. ?Speed is reduced to half that of the drilling. ?Reaming ?Boring It is process carried on a drilling machine to increase the size of an already drilled hole. ?Initially a hole is drilled to the nearest size and using a single point cutting tool the size of the hole is increased. ?Counter boring ?This process involves increasing the size of a hole at only one end. ?Cutt ing tool will have a small cylindrical portion called pilot. ?Cutting speed = two-thirds of the drilling speed for the same hole. ?Counter sinking ?This is an operation of making the end of a hole into a conical shape. ?Cutting speed = half of the cutting speed of drilling for same hole. Spot facing ?It is a finishing operation to produce flat round surface usually around a drilled hole, for proper seating of bolt head or nut. ?It is done using a special spot facing tool. ?Tapping ?Process of cutting internal threads with a thread tool called as tap. ?Tap is a fluted threaded tool used for cutting internal thread ? Cutting speed is very slow. ?Trepanning ?It is a method of producing a hole by removing a disk shaped piece usually from flat plates. ?The hole is produced by removing the metal along the circumference of a hollow cutting tool. A hole is produced without removing much of the material from the workpiece, resulting in saving of material. ?Trepanning ?Tools used in drilling machine †¢Drills †¢Reamers †¢Taps ?Drills †¢Flat drills †¢Straight fluted †¢Twist drills ?Flat drill ?Straight fluted drills ?Straight fluted drills ?Twist Drill ?Twist drills are rotary end-cutting tools having one or more cutting lips and one or more straight or helical flutes for the passage of chips and cutting fluids. Twist drills are made with straight or tapered shanks, but most have straight shanks. ?Drill tool ?Twist Drills ?Nomenclature of Twist Drill ?Point ?Body ?shank ?Point Point is a cone shaped end of the drill. ?chisel edge or dead centre – sharp edge formed at the extreme tip of the drill by intersection of two conical surfaces. ?Point ?Flank – is the conical surface of the point. ?Lip – is the cutting edge formed at the intersection of the flank and inner surface of the flute. ?Body ?Body is the portion of the drill that extends from the tip of the drill to the lower edge of the neck. Flutes – are helical g rooves that are cut on the cylindrical surface of the drill. ?Body Margin – is the narrow strip along side of the flute. It guides and prevent rubbing of heel in the drilled hole.Heel- is the edge formed by the intersection of the flute surface and undercut surface of body. ?Body Body clearance – narrow surface gap between the margin and undercut portion of body. Web – is the thickness between two flutes. ?Shank ?Shank is the portion of drill above the neck. ?It will be straight or tapered. ?End of the shank is provided with small taper called as tang. ?Helix angle – angle formed by leading edge of the land with a plane having axis of the drill. ?lip relief angle – the angle formed by flank and a plane at right angles to the drill axis. ?Point angle – angle formed between two flanks.